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Gifted/Talented Education
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Referral to Placement Process

7 months ago

The assessment procedure specified by the Mississippi Department of Education and the school district is two-fold.  At the school level, three of the following criteria must be met, one of which MUST be the group intelligence test score:

PHASE 1

The Referral Phase includes documentation of three of the following:

  • group or individual achievement test 90th percentile minimum

  • group or individual achievement test 90th percentile minimum

  • published characteristics of giftedness measure score at or above the superior range

  • published measure of creativity score at or above the superior range

  • published measure of leadership score at or above the superior range

PHASE 2

If three criteria are documented, the Local Survey Committee recommends further assessment. During the Assessment Phase the Assessment Team collect, administers, and/or documents three of the following:

● a full scale score at or above the 90th percentile on a norm-referenced group measure of intelligence

● a score at or above the 90th percentile on a norm-referenced measure of characteristics of giftedness

● a score at or above the 90th percentile on a norm-referenced measure of characteristics of creativity

● a score at or above the 90th percentile on a norm-referenced measure of characteristics of leadership

● a score at or above the 90th percentile on a norm-referenced measure of cognitive abilities

● a score at or above the 90th percentile in select areas on a norm-referenced achievement test


Annual Reassessment

7 months ago

A committee shall meet at least annually to reassess each gifted student’s continuation in the program. The committee must include at least the student’s teacher of the gifted and a designated administrative representative.

Since participation in the gifted program is an entitlement under law, the student should remain in the program as long as they are being successful in the program.  Grades and/or success in the regular classroom should not be considered as a reason for removal from the gifted program.

In the event a student has difficulty keeping up with the regular classroom work, a conference will be held with the parent, classroom teacher, teacher of the gifted, and the student to discuss the problem and to determine an appropriate course of action.  The conference and plan of action will be documented and follow-up conferences will be held as needed.  


Hearing Process

7 months ago

Parents who are not in agreement with the school based committee decision to remove a student from the gifted program will present their concerns, orally or in writing to the principal of the school.  The principal and parent will attempt to resolve the matter informally.

If the parents are not satisfied with the action taken by the principal, the parents shall, within five (5) school days after the meeting with the principal, put their concerns in writing and present them to the Houston School District contact person.  The gifted contact person will schedule a meeting of the principal, the gifted teacher, counselor, and the gifted contact person within five (5) school days or a timeframe agreed upon by the parents. The parents will be extended an invitation to attend the meeting. The team assembled will render a written decision based on information shared during the meeting.  The decision of the hearing committee is final. If the student is removed from the program written documentation will be given to the gifted teacher within three (3) school days. The teacher will provide the counselor with a copy of the written documentation within three (3) school days of receipt. The student shall be removed from the gifted program within five(5) school days of the decision or as indicated on the documentation form.


Gifted Outcomes

7 months ago

THINKING SKILLS

Given a topic/situation, the learner will define and classify the problem(s), make

connections, and draw distinctions, analyze information objectively and critically

(reflectively developing a relationship between facts and values), and differentiate

truth and beliefs from his/her understanding of what is logically and realistically possible.

 

CREATIVITY

Given a real-life situation, the student will be able to select from divergent thinking, analogical thinking, visualization, attribute listing, morphological analysis, synectics, intuitive thinking, spontaneous thinking, creative problem solving, and/or the creative process in an appropriate manner to develop a workable solution(s).


INFORMATION LITERACY

Given a real situation, the student will identify and define the problem, design a

research plan appropriate to the problem, conduct the investigation, decide on the most

appropriate media for dissemination of the findings/ solutions, and present the results

before an authentic audience.

 

COMMUNICATION SKILLS

Given the need to retrieve and/or disseminate information, the students will

select and utilize the most appropriate media based upon available resources, technology, audience, and time available, for the most effective communication of information, ideas, feelings, and concepts and correctly interpreting those of others.

 

AFFECTIVE SKILLS

As a gifted learner, students will develop self-acceptance and awareness and demonstrate responsibility for personal growth along with awareness of personal and cultural diversity in others by recognizing forms of bias and stereotypes in order to respect unique beliefs and experiences in themselves and others by understanding and embracing giftedness, appropriately coping with stress in order to become healthy, responsive, contributing, and productive members of classroom communities and society as a whole.

 

SUCCESS SKILLS

Given a real-life situation, the student will utilize effective organizational, decision

making, goal-setting, project management, and time management skills, including

controlling impulses and adapting to unforeseen circumstances, in order to

develop solutions to problems and achieve goals whether working individually or as a

leader or member of a team.


Bright Child vs Gifted Child

7 months ago

BRIGHT CHILD 

  • Knows the answers 

  • Is interested

  • Is attentive 

  • Has good ideas

  • Works hard

  • Answers questions

  • Top group

  • Listens with interest

  • Learns with ease

  • 6-8 repetitions for mastery

  • Understands ideas 

  • Enjoys peers

  • Grasps the meaning

  • Completes assignments

  • Is receptive

  • Copies accurately

  • Enjoys school

  • Absorbs information

  • Technician

  • Good memorizer

  • Enjoys straightforward, sequential presentation

  • Is alert

  • Is pleased with own learning 

GIFTED LEARNER 

  • Asks the questions

  • Is highly curious

  • Is mentally and physically involved

  • Has wild, silly ideas

  • Plays around, yet tests well

  • Discusses in detail, elaborates

  • Beyond the group

  • Shows strong feelings and opinions

  • Already knows

  • 1-2 repetitions for mastery

  • Constructs abstractions

  • Prefers adults

  • Draws inferences

  • Initiates projects

  • Is intense

  • Creates new design

  • Enjoys learning

  • Manipulates information

  • Inventor

  • Good guesser

  • Thrives on complexity

  • Is keenly observant 

  • Is highly self critical 

Media Center

7 months ago

List of Gifted Materials

Location: Houston Upper Elementary School conference room/Parent Resource Center

  • Guide to Critical Thinking  by Dr. Linda Elder & Dr. Richard Paul

  • The Book of Perfectly Perilous Math by Sean Connolly

  • Growing Up Gifted sixth edition by Barbara Clark--two copies

  • Education of the Gifted and Talented fifth edition by Gary A Davis and Sylvia B Rimm

  • Teaching Outside the Box by LouAnne Johnson

  • A Resource for the K-8 Classroom Creative Arts by Chris Melby-Codling & James Codling

  • Growing Up Gifted fourth edition by Barbara Clark

  • 101 Success Secrets for Gifted Kids by Christine Fonseca

  • The Gifted Teen Survival Guide    Smart, Sharp, and Ready for (Almost) Anything by Judy Galbraith & Jim Delisle

  • 101 Best Websites for Kids by Karen CAngero, Valle Dwight, Trevor Moers, and Nancy Skahill

  • Parenting Gifted Kids by James R. Delisle--four copies

  • Gerfuls by Cheryl Myers

  • True Science by Ken Wester

  • On-The-Job Math Mysteries by Marya Washington Tyler

  • A New Way to Use Your Bean by Darlene Freman

  • The Whole Word Catalogue 2 edited by Bill Zavatsky & Ron Padgett

  • Handful of Riddles & Geoscopes from Mindware

  • Math on the Menu from LHS Gems

  • not just schoolwork by Amy Maid & Roger Wallace

  • How to Do Experiments for Science Fair Projects by Joann F. Thomas

  • Multiple Intelligences Made Easy by Bonita De Amicis

  • Curriculum Capers by Charlotte S. Jaffe

  • Critical Thinking, Cause & Effect, Inferences by a Frank Schaffer Publication

  • The Great Big Book of Super-Fun Math Activities from Scholastic

  • 25 Real Life Math Investigations That Will Astound Teachers & Students by Edward Zoccaro

  • Designing Services and Programs for High-Ability Learners  edited by Jeane H. Purcell & Rebecca D. Eckert

  • Peak Performance for Smart Kids by Maureen Neihart--two copies

  • The Gifted Kids Survival Guide by Judy Galbraith

  • Brain Twisters edited by Andrea Harrington

  • Hands-On Geometry by Christopher M. Freeman

  • Mathability Math in the Real World by Michael Cain

  • The Hurried Child by David Elkind